SimpleDiagrams

SimpleDiagrams

PE_6 iMovie

For this segment I practiced creating a video of my iMovie screenshots with the program animoto. That program is next on my list to learn.

Create your own video slideshow at animoto.com.

PE_5 iMovie

Now from this point I get really stuck at times. The files load up at the bottom and after highlighting the regions you want to work on, you drag the frame into the first square box up top. The following is exactly what I need. This is from the help file directly in iMovie. Other media can be added to the project as a photo, video, or music file. With iTunes and iPhoto it is a breeze to just click and the media is inserted at the point you designate.  There is an inspector button that allows for editing each frame, adding transitions to each frame, or adjusting the length of the video. This was my Final Video project that I created in Keynote. I saved it as an mov file and tediously worked on it in iMovie. I look forward to really learning these programs. I am having a lot of fun working with them.

PE_4 iMovie

ETC PE_4

I have been using IMovie in my previous classes but like GarageBand I still need to practice with this program a lot to get it under my belt.

First I went online to the Apple website and the tutorials within the iMovie help file to study “importing” videos. You can import from a movie cameras, Camcorders, files that were saved as iMovie HD projects, and hard disk drives. I learned that you can upload not just .mov files but MPEG-4 or DV files as well.

FV_Option1

ETC Final Video
What is greatest need for change in our educational system?

WK_4 Reading

Scott Day’s case study was focused around three research-based evaluations: cooperative group work, authentic tasks and assessments, and appropriate use of technology (2002). Day discussed his findings of 8 at-risk students who were motivated to learn when placed within a monitord technology lab classroom. The students also showed an increase in the their grades and became more accountable for the assignments that were turned submitted. There is still a lot of changes that need to occur within traditional classrooms and with educators, according to Day. For as many at-risk youth that are in and out of school there are just that many educators who don’t know how to help these students succeed.

Day, Scott L. Real kids, real risks: effective instruction of students at risk of failure. National

Association of Secondary School Principals. NASSP Bulletin Sept. 2002, 2-8.

Pogrow discussed in his study the development of Higher Order Thinking Skills Program (HOTS). The HOTS is primed upon four components:

      1.   problem-solving settings using computers

    2.     dramatic techniques

    3.     Socratic conversations (helping a person find the answers on their own)

    4.     Skill thinking development

Pogrow, Stanley. A Socratic approach to using computers with at-risk students. Educational

Leadership, Feb90, Vol. 47 Issue 5, p61, 6p; (AN 8525229).

Matsuba discussed the belief that an employment training program for at-risk youth that incorporates a curriculum that addresses psychological issues such as low self-esteem, is needed. This study presented how the training program can be utilized to help at-risk youth find employment. According to Matsuba (2008) the study was conducted over a 7-month period with fifty-nine at-risk youth. The results discussed showed significant improvement.

Matsuba, M., Elder, G., Petrucci, F., & Marleau, T. (2008). Employment training for at-risk

youth: a program evaluation focusing on changes in psychological well-being. Child & Youth Care Forum, 37(1), 15-26. doi:10.1007/s10566-007-9045-z.

Stephens (2010) discussed many of the major problems that face teens: pregnancy, poor health, child abuse, drug and alcohol abuse. In his discussion of “saving” at-risk youth it was shown that the majority of these youth have a lack of faith in life and in themselves, and a handful of other “best approaches that should be used. According to Stephen (2010) his eight point plan, listed below should be adopted and used in assuring the at-risk youth that a more positive future can occur.

“commit to positive reinforcement; promote nonviolent conflict resolu­tion, encourage mentoring of all children, establish community-school partnerships, develop community-ori­ented, proactive policing programs, initiate ethical and cultural awareness programs, design youth opportunity programs, and set up peer counseling hotlines.”

Stephens, G. (2010). Youth at risk: a new plan for saving the world's most precious resource. Futurist, 44(4), 16-21. Retrieved on October 2, 2010 from http://www.allbusiness.com/society-social/families-children-family/14683375-1.html



All copyright free photos from  fotosearch.com

PE_3 GarageBand

For the last chapters I have started  learning about the software instruments and how to choose and edit. According to the Lesson i will need to make sure I have the latetest update. Apparently GarageBand does not initially download all the software instruments or loops. It was suggested to make sure to  utilize a software update from Apple menu.

Editing and mixing the various regions that I create when I export files is one of the areas that I really have the most trouble with. I want to take my time with this tutorial because I really want to know this program inside and out. If I focus I think I can do a tutorial a month in detail to get a grasp on not just learning to use the program but learning well enough to teach others how to use it. The Apple Stores offer group or one on on training but there isn' one here in Daytona Beach. i will have to drive to Orlando but it will be worth the drive to stop procrastinating and get the knowledge of all the programs we have been using under my belt.

PE_2 GarageBand

GarageBand has a great lesson learning feature. There is the Learn to Play and the Lesson Store. Neith one offers a deep indepth hour long guitar lesson. I guess though, for $5 the lessons are sufficient and some like the lessons by Sting contain an advanced and a regular version. Kind of like a two for one deal. So the lesson aren't that long. Glancing at this lesson outline, you see that it's not super long.

 

I also started learning about playback speeds, using a metronome, chord in, or looping passages.

PE_1 GarageBand

I've chosen GarageBand for my practical experience assignment for this month. As the students in my Action Research Project share a love of music as I do, I realized that I would gain an enormous amount of experience and pleasure from using this program. GarageBand will be used not only in my educational learning environment but within my personal life as well. So far  I am working on Chapters 1, 2, 3, 4. These chapters are getting me more familiar with the navigation and how to set up preferences within the application.

I have a Korg nano keyboard, but after viewing these segments I see I may have to invest in a 49 key midi board. Doing so would allow me to gain the most from the tutorials. It has been stated that it is not neccessary to have an instrument that requires a connection to the PC. You are able to play along with the video lessons. Currently it seems simple but I can see that attention to detail is needed to be fully functional with GarageBand.

As I get through this first half of my training I find myself getting excited about finally learning one of these programs with an effectiveness that will aid in my career objectives. I can't wait to record an actual project with the knowledge of how everything is really suppose to work

BP_12 OMM EPaLs

While attending the Florida Distance Learning Association (FDLA) in Orlando, FL October 15, 2010, I had the honor of meeting the founder of EPals, Tim DiScipio. His session was titled ‘Safe Collaborative Technology In A Globally Connected Classroom.’ DiScipio discussed in detail and with such knowledge and pride his company and what they are trying to accomplish with ePaLs. I hope you find this website tool just as fun and interesting I did.

BP_9 ePals

While attending the Florida Distance Learning Association (FDLA) in Orlando, FL October 15, 2010, I had the honor of meeting the founder of EPals, Tim DiScipio. His session was titled ‘Safe collaborative technology in a globally connected classroom.’ DiScipio discussed in detail and with such knowledge and pride of his company and what they are trying to accomplish. So I came back to the hotel and immediately signed on and decided that this would be an excellent learning tool for the students I am doing my Action Research on. Hopefully, after receiving the proper permission form I can sign these students and watch them communicate with other children around the word.

“Founded in 1996 and merged with In2Books^® in 2006, ePals offers K-12 students and teachers around the world a safe environment for building and exchanging knowledge based on protected connectivity tools, evidence-based curricula and authentic, collaborative learning experiences. The company’s mission is to support lifelong learning through collaborative experiences that empower and inspire. ePals is especially committed to enabling academically rigorous educational opportunities in economically disadvantaged environments worldwide through the ePals Foundation.” (DiScipio)

ePals is a safe and effective platform created as a global online communication and collaboration tool. The self-paced learning is a great way for students to share their work, email other students, and work on projects globally. There are three ePals platforms available:

1.     ePals Global Community – Free

Teachers and students are allowed to connect and work on projects collaboratively with children within the United States in 200 other international countries.

2.     SchoolMail® - Free

Is a safe way for students, parents, teachers and

administrators to email each other or the pen pals created from a global network. There are requested upon the main page of website from students of other countries requesting to exchange emails from students here in the United States. This email can translate up to 35 languages and more. As an administrator you have the ability to monitor the content exchanged by students.

3.     ePals Learning Space – ($4 account/annually) 80% eRate eligible

The ePals Distributed Learning Platform (DLP) is a virtual collaborative environment geared towards K-12 learning. Teacher’s personal school files can be digitally stored.

BP_11 Comment to Hunter

Follow this link to my comments on Hunter's blog:

http://looneyslanding.blogspot.com/

BP_10 Comment to Josh

Please view the link to the comment I left on Josh's blog. Josh you got skills on that guitar son. I enjoyed listening.

http://jtolar.blogspot.com/2010/10/w2-reading.html#comments

Basic Skills in Management and Leadership

Basic Skills in Management and Leadership

Wk_3 Reading

  

  Royalty photo from: http://www.inmagine.com/

Whether teaching students or training them on their very first job we as teachers, managers, parents, neighbors, and the like, should have a desire to enhance the success of all children: K-12, young adults in college, and those who are working and have dropped out of school. This publication discussed the “disproportionate share of potential high school dropouts” (Weingarten 2010). Weingarten described “six concrete steps” increased retention rates of students in high school. There was also a detailed discussion on collaborative labor-management relationships (2010) and several programs that function specifically to give aide to at-risk youth. One of these programs mentioned is located in Florida. I plan on contacting this center as a resource for my Action Research Project.

Weingarten’s focus seemed to be, making sure that all children have the opportunity to graduate from high school. Not only to graduate but to be equipped with all that is needed to prepare for life, college, and a career in this current economy.

Reference

Weingarten, R. (2010). Supporting at-risk high school students. American Teacher.

Retrieved on October 10, 2010 from BNET http://findarticles.com/p/articles/mi_qa5369/is_201003/ai_n53079858/?tag=content;col1

PowerPoint image used by Parette et.al (2008)

As the use of technology software programs, cell phones, electronics, bookreaders and more increases as tools for teaching emergent literacy skill so to must skills of the education professionals using the tools. This paper provided the suggestion to utilize Microsoft PowerPoint to develop the literacy skills of at-risk youth and those with developmental challenges. The primary focus was set with the elementary age group. The following fundamental elements of emergent literacy were suggested (Parette, Hourcade, Boeckmann, Blum 2008) areas of phonological awareness, alphabetic principles, comprehension, concepts about print, and vocabulary development.

Reference

Parette, H., Hourcade, J., Boeckmann, N., & Blum, C. (2008). Using microsoft® powerpoint™

to support emergent literacy skill development for young children at-risk or who have disabilities. Early Childhood Education Journal, 36(3), 233-239. doi:10.1007/s10643-008-0275-y.

Concept map by Elaine Scott: www.simpleDiagrams.com

Everyone one of us can remember that week of assignments that seemed impossible to finish by the class deadline. You are asked to write this document, make this movie, answer these questions, and read these chapters. You stay up late trying desperately to get that last assignment in by the 11:59pm deadline. You ask yourself if you will make? Well asking questions that deal with coursework, learning, and thinking is metacognition. In this study (Pierce 2004) three types of knowledge a student should posses was explained as: Declarative Knowledge, Procedural knowledge, and Conditional knowledge. These are discussed in detail along with comments of study strategies, monitoring problems, and motivation. Pierces theory was focused on realizing that the more aware a student is of their thought process the more control they may have over setting goals, their dispositions, and attention span (2004).

Reference

Pierce, W. (2004). Metacognition: study strategies, monitoring, and motivation. Retrieved

on October 8, 2010 from http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm

I thought this video on Metcognition was informative and interesting. I may have an idea now for my final video. Video found on You Tube: http://www.youtube.com/watch?v=xoKUcRwLCWA

 

Calculation Zweig (2003)

This review unfortunately agrees with journals of today that there is a severe limitation on the alternative approaches to youth at-risk. Zweig suggested reviewing the degree at which barriers or opportunities exist within alternative school environments. High stakes testing vs. zero-tolerance policies were compared, as well as, the benefits and risk associated. This article is dated 2003 and it is currently 2010 but there is evidence that a severe problem still permeates our society concerning at-risk youth and those with development challenges.

Reference

Zweig, J.  (2003, June). Vulnerable youth: Identifying their needs for alternative educational

settings.  The Urban Institute. Retrieved October 13, 2010, from http://urbaninstitute.org/UploadedPDF/410828_vulnerable_youth.pdf

W2_Reading

                                                                              

A brief narrative description of the journal article, document, or resource.

 

 This study covered the effects of teaching at-risk students through technology. The study discussed the approaches and opinions of nine experienced high school teachers. Using open-ended surveys, the teachers were able to deliver data on students with learning disabilities and issues with self-esteem. Edmond and Qing (2005) indicated in their results that considerable improvement was met using technology-based learning. The authors, however, stressed (2005) that caution should be taken when integrating technology. A slow approach was suggested to illiminate creating additional learning barriers. The major purposes to this study are: First, was to calculate how teachers approached the use of technology. Second, what difficulties had the teachers encountered in their efforts, and finally, to get an in depth theory from the teachers as to the isues that keep the at-risk student from completing education.

References

Edmonds, K, & Li, Qing. (2005). Teaching at-risk students with technology: teacher's beliefs,

experiences, and strategies for success. Education resources information center. Retrieved October 10, 2010, from http://people.ucalgary.ca/~qinli/publication/kelly_qing_aera05%20.html

 

                                                        

                                                                              

 According to, (Galotti, Kozberg, & Gustafon, 2009) adolescence is a time in life when student will begin to make decisions that have a deep effect on their life. The authors stated that the focus of society seems to have a higher interest in the adolescent’s decision to use drugs and alcohol, and far less attention on the positive decisions they may make. Within the study the model of decision making was provided. In (Galotti 2009) the model showed five phases (see fig. 1 below). The model included the goals of the decision-maker, the impact that the student’s goal can have on their decision-making process, and listed several reviews.

References

Galotti, K., Kozberg, S., & Gustafon, M. (2009). Goal Setting and Decision Making by At-Risk

Youth. Prevention Researcher, 16(2), 17-20. Retrieved on October 1, 2010 from http://www.tpronline.org/article.cfm/Goal_Setting_and_Decision_Making_by_At_Risk_Youth  

                                                                         

                                                                        

                                                                         

The mission of YouthBuild USA is “to unleash the intelligence and positive energy of low-income youth to rebuild their communities and their lives.” This article discussed the organization YouthBuild USA and its mission to help at-risk youth gain a sense of self-worth within themselves and the community they live in. Young people who live in low-income communities have a desire, according to Allen (2009) in helping to rebuild their neighborhoods and their lives. The key here is, if they are given the opportunity.

References

Allen, N. (2010, October 5). Program gives second-chance, and skills, to at-risk teens.

Retrieved on October 10, 2010 from http://progress-index.com/news/program-gives-second-chance-and-skills-to-at-risk-teens-1.1043831

 

 

 

 

This study seems to focus on cost-effective alternatives to traditional classroom learning. Everyday more and more students are dropping out of school. The authors discussed the challenges that school districts face with the rising number of at-risk youth in populations around the world. An attempt to utilize online learning alongside evidence-based curriculum and instruction with mentoring was shown to have success. The results discussed state that this learning along with face-to-face mentoring would enable an at-risk student to return to a more traditional learning environment.

References

White, G., Lare, D., Mueller, S., Smeaton, P., & Waters, F. (2007). The virtual education

academy: a novel approach to engaging at-risk students. Kappa Delta Pi Record, 44(1), 13-17. Retrieved on October 5, 2010 from https://webportal.kdp.org/Purchase/ProductDetail.aspx?Product_code=ffc96ad6-d07f-de11-b1de-000c29619721

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BP8_OMM SimpleDiagrams

For this assignment I was asked to create a one-minute video on a
web 2.0 Tool. I chose to do this assignment on SimpleDiagrams. This tool is a no nonsense, no frills, or whistles just a simple get it it done type of program. As simple as it may be it is packed with an array of advantages. Watch my video and see what you think. I am certain you'll enjoy SimpleDiagrams just as much as I have. Leave a comment and let me know how you liked the video.

BP5_Simplediagrams

I remember when I was first asked to create a Concept Map. Although most of us do this on a regular basis and don’t realize it, I wasn’t sure how to develop my thoughts into shapes and diagrams.  At any rate I reviewed one or two concept map programs and decided on one. I chose a mapping tool which had great advantages but I found the functionality of it difficult to use. I found myself spending more time learning the tools and trying to keep the idea I initially had in focus. Using Simplediagrams enabled me to be creative unlike the other programs used. With Simplediagrams, I just jumped right in, choose symbols from the library, decided on an image or two and begin creating my project.

According to the websites description and various reviews I have read Simplediagrams is interactive with many other web 2.0 tools. Of course I am not to that point as yet but I know that Simplediagrams is a tool that I will be using over and over again. Simplediagrams offers a free tool that anyone can use to create concept maps or diagrams . It allows you to use combinations of drawings down free hand, clip art that is categorized, and text. Simplediagrams houses a great selection of shapes, designs, and drawings that you just drag and drop onto your diagram project. Each shape can be adjusted and re-sized individually. There is also a pencil tool that you can use to redesign and of the elements used or just create something from scratch. Below is my diagram that I created below.

My Concept Map on Pierce (2004) Metacognition Presentation

I like that Simplediagrams is a software that appears to be geared toward visual thinking. This software can be downloaded free at http://www.simplediagrams.com. It also, of courses offers a full version for just $24.95 and a license for the software for use on up to three PCs is $19. It works well on Mac, Windows, or Linux. Being able to use Simplediagrams to clarify complex thoughts, explain processes or problems is just one of its great advantages I know I will enjoy. So now I can create concept maps, mind maps, and diagrams all in one spot. I can Export my diagram to PNG to my desktop, add photos and post-notes, and more.

My first try at using Simplediagrams

For feedback from other users go to link below: 

 file:///Users/evscott/Desktop/simplediagramfeedback.html

 References

Pierce, W. (November 2004). Metcognition: study strategies, monitoring, and motivation.

     Retrieved on October 8, 2010 from 

     http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm 

BP7_Comment to Joanna Puello

Image from Joanna Puello blog

I came across Ms. Puello's blog by happenstance, but they say, "everything happens for a reason". Please follow the included link to view my comment on Joanna Puello's blog. Thank you.

http://joannapuellofullsail.wordpress.com/2010/10/04/bp4/#comment-6

BP6_Comment to Jude Rathburn

Image from Dr. Jude Rathburn Blog

Please follow this link to my comments on Dr. Jude Rathburn's blog. Where she discusses the creation of a Diigo Group and her adventures of "growing up digital after 50."

http://4edtechies.blogspot.com/2010/09/bp3diigo-group.html

BP4_Heritage Key

 

For this assignment I was asked to research a Web 2.0 tool. After researching this site I concluded that it would prove beneficial for the students I am studying for my Action Research Project. Heritage Key is wonderful site full of adventure. During the initial set up of your avatar you will then download and install the neccessary software. The sign in process is similar to Second Life. For Apple Macs you may experience issue with the graphic. So prepare to have to do some adjusting. It works great, however, with Microsoft PCs.

I really enjoyed Heritage Key I know your kids will also.

W1_Reading

Slide from: http://earlyactionresearch.wikispaces.com

Alternative education is here and the need for its expansion continues for at-risk students. Programs such as Career and Technical Education (CTE) help introduce new learning skills to these students. Nicole Morris’ report contained a hypothesis that determined whether the CTE programs were more effective at helping at-risk students in the area of mathematics in comparison to traditional learning. Her focus was to re-introduce mathematics to students who are failing and help them gain a better understanding of the importance of learning.

The study was conducted in Queens, NY over a 6-month period with 17 ninth graders who were overage. Her report also included surveys and questionnaires to parents, students, and teachers. Morris also included several assessments as well. According to Morris (2009) the results were positive, indicating an increased math score in 94% of the at-risk students tested. She further concluded the possibility, based on the above results would likely show 82% of the students would have successfully completed the Integrated Algebra exam, June 18, 2010. Therefore showing strong evidence that “alternative educational methods (Morris 2009)” does aide in the learning enhancement of at-risk students.

Reference

Morris, N.(December 2009). Career and technical education: an alternative

approach to educating at-risk youth. Retrieved on October 2, 2010 from http://earlyactionresearch.wikispaces.com 

Image location: http://www.apa.org/pubs/books/4317059.aspx

This is a review by Thomas G. Reio, Jr. of the book A Place to Call Home: After-School Programs for Urban Youth, written by authors Barton J. Hirsch and Nancy L. Deutsch. Reio (2006) discussed the need for the book address for additional scholarly research into the effectiveness of after-school programs. At the same time Reio discussed the 176-page book in detail. According to Reio (2006) A place to call home provided evidence that after-school programs should not fall prey to powerful forces that want to force these programs to run more like traditional schools. Hirsch and Deutsch, according to Reio (2006) believe strongly that this would be a tragic mistake. Hirsch & Deutsch conducted an extensive research over a four-year period at six of the well-known Boys & Girls Clubs. All clubs were in low income, minority, and urban neighborhoods, according to the American Psychological Association (2010).

Although Reio felt that the book could have contained more quantitative findings he also stresses the constructive and positive outcomes that is expressed regarding these clubs as a “second home” to most if not all who attend. Reio (2006) discussed the benefits A Place to Call Home would instill to students, researchers, methodologists, after-school care educators, and policy makers alike. Anyone in these fields would gain a great deal from the Analysis of Hirsch and Deutsch.

                                              

References

Reio, J., & Bratton, A. (2006). BOOK REVIEW: A place to call home: after-school programs for urban youth. Journal of Education for Students Placed at Risk, Retrieved on October 2, 2010 11(2), 221-226. doi:10.1207/s15327671espr1102_6.

(n.a.). (2010). American Psychological Association. BOOK REVIEW: A place to call

home: after-school programs for urban youth. Retrieved on October 3, 2010 from http://www.apa.org/pubs/books/4317059.aspx

Royalty photo from: www.fotosearch.com

Antidote to Learned Helplessness: Empowering Youth through Service discussed the strategies for at-risk youth to be able to discover how important it is to help others. Here Mueller (2005) states that if the at-risk youth learns to help others it will counter the sense of helplessness. The ability to see that there were others that were less unfortunate than them, according to Allison Mueller was productive and therapeutic. To release the “poor me” syndrome would allow the youth to realize that they had something great to offer the world. The focus appears to be teaching the reality of youth volunteering and many benefits it will offer them.

References

Mueller, A. (2005). Antidote to learned helplessness: empowering youth through service. Reclaiming Children & Youth, 14(1), 16-19. Retrieved on October 2, 2010 from Education Research Complete database.

Royalty photo by: www.fotosearch.com

This article discussed the important developmental tasks that occur during adolescence. The primary learning objectives an adolescent goes through, according to Halpern-Felsher (2009) is “learning to make decisions, experiencing the related positive and negative consequences, and learning from these outcomes.” It is also discussed that most youth delved into risky behaviors because of their ability to make competent decisions had not yet been developed. This article gives an overview of the adolescent decision making process, it demonstrates models of health-related decision-making, and according to Halpern-Felscher discusses factors that may how the adolescent makes decisions.

Reference

Halpern-Felsher, B. (2009). Adolescent decision-making: an overview. Prevention

 Researcher, 16(2), 3-7. Retrieved on October 1, 2010 from ERIC database.